[-] Show simple item record

dc.contributor.advisorBarrow, Lloyd H.en
dc.contributor.authorWang, Chia-Yu, 1974-en_US
dc.date.issued2007en_US
dc.date.submitted2007 Summeren
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.en_US
dc.descriptionTitle from title screen of research.pdf file (viewed on December 19, 2007)en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.en_US
dc.description.abstractThis study explored general chemistry students' thinking processes about molecular polarity and related concepts. The study employed a mixed-method design to reveal how general chemistry students use their conceptual frameworks and mental models to solve problems about molecular polarity. The quantitative phase collected students' background information, scores of course exams, as well as understanding and misconceptions about concepts of molecular geometry, polarity, and prerequisite concepts for a large sample size. The qualitative phase was guided by a theoretical framework of personal constructivism and a case study methodology. The primary data sources were video-taped interviews to document students' explanations and thinking processes. The secondary data sources were students' constructed artifacts and their responses to the items on the three diagnostic instruments. Grounded theory approach, employing a comparative method, was used for data analysis. Findings of the quantitative study indicated results of inferential statistics and identified students' misconceptions associated with concepts of electronegativity, chemical bonding, bond polarity, molecular shape, polarity of molecules, intermolecular force, and ionic lattices. For qualitative findings, I characterized high-, moderate-, and low-scoring students' mental-modeling ability, conceptual frameworks, and features of mental models while solving problems about molecular geometry and polarity. The major findings include that there is a positive interaction between an individual's level of content knowledge and mental-modeling ability, where one may facilitate or hinder the other. In addition, three prerequisite concepts were identified that may explain students' failure for learning about molecular geometry and polarity. I also found that metacognitive ability plays a significant role in a successful mental-modeling process. This study provides empirical evidence for how students' content knowledge, mental-modeling ability, and construction and use of mental models influence their understanding about molecular polarity. The findings have implications for college chemistry education for teaching concepts of molecular polarity.en_US
dc.identifier.merlin.b61535023en_US
dc.identifier.oclc184905345en_US
dc.identifier.otherWangC-080807-D7760en_US
dc.identifier.urihttp://hdl.handle.net/10355/4829
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2007 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations
dc.subject.lcshChemistry -- Study and teaching (Higher)en_US
dc.subject.lcshCollege studentsen_US
dc.subject.lcshMolecular theoryen_US
dc.subject.lcshPolarityen_US
dc.titleThe role of mental-modeling ability, content knowledge, and mental models in general chemistry students' understanding about molecular polarityen_US
dc.typeThesisen_US
thesis.degree.disciplineLearning, teaching and curriculumen_US
thesis.degree.disciplineLearning, teaching and curriculumeng
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record